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MUHAMMAD IQBAL AL GHOZALI
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tugasku44@gmail.com
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Blok Selasa RT/RW 01/03 NO. 73, Desa Jatitengah Kecamatan Jatitujuh , Kab. Majalengka, Provinsi Jawa Barat, 45458
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Action Research Journal Indonesia (ARJI)
Published by PT. Pusmedia Group Indonesia
ISSN : 27749290     EISSN : 27750787     DOI : 10.61227
Core Subject : Education,
Education
ARJI is a journal that publishes the results of scientific research in the field of education using classroom action research methods. The ARJI journal is published every 3 months, namely in March, June, September and December. The ARJI journal has been published since March 2019. The ARJI journal already has the E-ISSN (2775-0787) and P-ISSN (2774-9290) numbers.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 548 Documents
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Pengembangan Panduan Pembelajaran Bagi Anak Berkebutuhan Khusus ADHD dan Speech Delay di Raudhatul Athfal Meylani Lukman; Irma Yuliantina; Debbi Susanti
Action Research Journal Indonesia (ARJI) Vol. 8 No. 2 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i2.754

Abstract

Penelitian ini dilatarbelakangi oleh masih terbatasnya kompetensi guru Raudhatul Athfal (RA) dalam mengelola pembelajaran inklusif bagi anak berkebutuhan khusus, khususnya anak dengan ADHD (Attention Deficit Hyperactivity Disorder) dan speech delay, yang berdampak pada kurang optimalnya proses pembelajaran yang adaptif dan terdiferensiasi. Penelitian ini bertujuan untuk mengembangkan panduan pembelajaran berbasis model ADDIE yang sistematis, aplikatif, dan sesuai dengan kebutuhan guru dalam praktik pembelajaran inklusif. Penelitian ini menggunakan pendekatan penelitian dan pengembangan (Research and Development) dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Penelitian dilaksanakan di RA dengan melibatkan guru sebagai subjek penelitian, sementara data primer diperoleh melalui observasi, wawancara, dan angket, serta data sekunder berasal dari studi dokumentasi dan literatur relevan. Teknik pengumpulan data meliputi observasi, wawancara, angket, dan dokumentasi, sedangkan analisis data dilakukan secara deskriptif kualitatif dan kuantitatif dengan bantuan aplikasi Microsoft Excel untuk mengolah data validasi dan respons pengguna. Hasil penelitian menunjukkan bahwa panduan pembelajaran yang dikembangkan memiliki tingkat kelayakan sangat tinggi berdasarkan validasi ahli materi dan media, serta dinilai praktis dan efektif dalam membantu guru merancang dan melaksanakan pembelajaran yang lebih adaptif. Selain itu, implementasi panduan menunjukkan peningkatan keterlibatan belajar anak dengan ADHD dan speech delay. Dengan demikian, dapat disimpulkan bahwa panduan pembelajaran berbasis ADDIE yang dikembangkan efektif dalam mendukung pembelajaran inklusif di RA serta berpotensi meningkatkan kualitas layanan pendidikan anak usia dini secara berkelanjutan.
Raw Materials and Consumables Required for Shielded Metal Arc Welding (SMAW) Training Practice: Development of a Multi-Criteria Framework for Technical and Vocational Education and Training Institutions Khimmataliyev Dostonazar Omonovich; Khidirov Urol Dobilovich; Eshankulov Ulash Donyorovich
Action Research Journal Indonesia (ARJI) Vol. 8 No. 3 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i3.817

Abstract

The increasing demand for qualified welding specialists in manufacturing, construction, transportation, and energy sectors has intensified the need for effective welding education within Technical and Vocational Education and Training (TVET) systems. Shielded Metal Arc Welding (SMAW) remains one of the most widely taught welding processes because of its versatility, cost-effectiveness, and industrial relevance. However, many TVET institutions continue to face challenges related to the selection, planning, and management of training materials and consumables. Inadequate material selection frequently results in excessive waste, lower training efficiency, reduced weld quality, and increased occupational safety risks. This study develops a multi-criteria framework for selecting raw materials, welding consumables, auxiliary materials, and personal protective equipment for SMAW practical training. A mixed-methods research design was adopted, combining literature analysis, international standards review, expert evaluation, experimental training implementation, and statistical assessment. Three groups of trainees (n = 75) participated in experimental training programs utilizing different material-selection strategies. Training effectiveness was evaluated through weld quality indicators, skill acquisition rates, defect occurrence, material consumption, safety performance, and cost-efficiency metrics. The findings demonstrate that the systematic alignment of training materials with learner competency levels significantly improves educational outcomes. The proposed framework increased skill acquisition rates by 38%, reduced rework requirements by 47%, and improved overall training efficiency by approximately 25%. Furthermore, the integration of advanced personal protective equipment and localized ventilation systems substantially enhanced occupational safety performance. The study contributes a novel pedagogically adapted material-selection model and provides evidence-based recommendations for TVET institutions seeking to modernize welding curricula and optimize resource management.
Teachers' Community Involvement in Fee-Free Basic Education in Tanzania: A systematic Literature Review Issa Yusuph; Michaela Mhagama; Prospery Mwansa Mwila
Action Research Journal Indonesia (ARJI) Vol. 8 No. 3 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i3.833

Abstract

Teachers' community involvement has increasingly been recognized as a critical factor in the successful implementation of Fee-Free Basic Education (FFBE), particularly in developing countries where educational reforms require strong collaboration among schools, families, and local communities. This study systematically reviewed empirical evidence on the contribution of teachers' community involvement to the implementation of Fee-Free Basic Education and examined the challenges constraining effective community engagement. The review was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Relevant studies were identified through systematic searches of peer-reviewed journal articles, books, policy reports, and scholarly publications obtained from major academic databases, including Scopus, Web of Science, ERIC, Google Scholar, and institutional repositories. Studies published in English that addressed teachers' community engagement and education policy implementation were included, while duplicate records, opinion papers, conference abstracts, and studies lacking empirical evidence were excluded. The selected studies were screened, assessed for eligibility, and synthesized thematically. The review indicates that teachers' community involvement substantially enhances the implementation of Fee-Free Basic Education by strengthening stakeholder collaboration, improving communication between schools and communities, promoting shared decision-making, increasing accountability, mobilizing local resources, and improving learner attendance and participation. Evidence further suggests that schools characterized by strong teacher-community partnerships are more capable of sustaining educational reforms and responding to contextual challenges than those operating with limited stakeholder engagement. However, the review also identifies persistent barriers, including inadequate institutional support, increasing teacher workloads, socio-economic constraints, limited parental awareness, weak participatory leadership, and insufficient professional preparation for community engagement. The review concludes that community involvement should be institutionalized as an integral component of Fee-Free Basic Education implementation rather than treated as a complementary activity. Strengthening teachers' competencies in community engagement, promoting participatory school leadership, and establishing supportive policy frameworks are essential for enhancing educational quality and ensuring the long-term sustainability of education reforms, particularly within resource-constrained contexts.
ICT Integration and Teaching Effectiveness in Public Primary Schools in Bagamoyo District, Tanzania Mzee Maalim; Prospery Mwansa Mwila
Action Research Journal Indonesia (ARJI) Vol. 8 No. 3 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i3.834

Abstract

Information and Communication Technology (ICT) is increasingly recognised as a catalyst for improving teaching effectiveness and students' learning outcomes. Despite Tanzania’s investments in digital education through policy reforms, teacher training, and ICT infrastructure, effective classroom integration remains constrained by inadequate infrastructure, limited pedagogical competencies, and unequal access to digital resources. This study assessed the impact of ICT integration on teaching effectiveness, students' learning outcomes, motivation, engagement, and educational equity in selected public primary schools in Bagamoyo District, Tanzania. A mixed-methods approach using a convergent parallel design was adopted. Data were collected from teachers, head teachers, and education officers using questionnaires, interviews, and observation checklists, and analysed using descriptive and inferential statistics alongside thematic analysis. Instrument validity and reliability were established through expert review, pilot testing, and Cronbach’s alpha (α > 0.70). Ethical standards were observed throughout the study. Findings revealed that ICT integration positively influenced teaching effectiveness (75%, β = 0.62, p < 0.01), students’ learning outcomes (70%, r = 0.58, p < 0.01), learner motivation (82%, t = 4.31, p < 0.001), and classroom engagement (78%, χ² = 12.45, p < 0.01). However, only 60% of respondents reported improved educational equity, with regression results indicating a weaker association between ICT use and equity outcomes (β = 0.29, p > 0.05), reflecting persistent disparities in access to digital resources. The study concludes that ICT enhances teaching and learning when supported by adequate infrastructure, teacher competence, and institutional leadership. It recommends sustained investment in ICT infrastructure, continuous teacher professional development, strengthened instructional leadership, and equitable access to digital technologies.
Promoting Equity in Higher Education through Scholarships: Evidence from Developed and Developing Countries Michaela Mhagama
Action Research Journal Indonesia (ARJI) Vol. 8 No. 3 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i3.835

Abstract

Scholarships have emerged as important policy instruments for promoting equity in higher education by reducing financial barriers and expanding opportunities for students from disadvantaged and underrepresented backgrounds. This study examines the role of scholarships in enhancing educational equity and draws lessons from global and Tanzanian experiences. A systematic literature review (SLR) methodology was employed to identify, evaluate, and synthesize evidence from peer-reviewed journal articles, policy reports, and institutional publications retrieved from Google Scholar, Scopus, Web of Science, ERIC, and reports published by international organizations. The review followed a systematic process of identification, screening, eligibility assessment, and thematic synthesis. Studies published in English between 2020 and 2025 that examined scholarships, financial aid, educational access, student retention, graduation, and social inclusion in higher education were included. Duplicate records, conference abstracts, editorials, newspaper articles, studies focusing on primary and secondary education, and publications lacking sufficient methodological information were excluded. The findings reveal that scholarships significantly increase access to higher education for students from low-income families, women, rural communities, ethnic minorities, and other marginalized groups. Beyond improving enrolment, scholarships contribute to student retention, academic success, graduation rates, and social mobility. However, challenges such as inadequate funding, limited awareness, bureaucratic application procedures, and inequitable distribution continue to undermine their effectiveness. The review concludes that scholarships remain a critical mechanism for advancing educational equity, but their impact can be strengthened through increased investment, transparent allocation systems, targeted support for vulnerable groups, and complementary interventions such as mentorship, academic support, and career guidance. This study offers policy insights for strengthening equitable participation in higher education, particularly in developing-country contexts such as Tanzania
Valorization of African Elemi Shell Waste Into Porous Hydrochar Via Hydrothermal Carbonization for Carbon Capture Applications Calistus Princewill Odeh; Chibuzo Ndubuisi Okoye; Augustine Uzodinma Madumere; Sunday Chimezie Anyaora
Action Research Journal Indonesia (ARJI) Vol. 8 No. 3 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i3.836

Abstract

Because of the world's rapid expansion, more biomass waste is being produced as a result of increased agricultural and industrial processing activities. It is imperative that these waste materials be transformed into a product that can stimulate the economy and create wealth. In this task, African elemi shells are hydrothermally carbonized to produce hydro-char using locally sourced biomass waste. In order to create a hydro-char of higher quality for the adsorbent, the Response Surface Method was used to design the experiment. A design expert chose the parameters based on temperature, residence time, and W-B ratio. The combination of 220 °C reaction temperature, 90 minutes’ residence time, and 12 grams W-B ratio produced the hydro-char with the largest specific surface area (976.3 m2/g) and pore volume (2.25 cc/g). The combination of 180 °C reaction temperature, 30 minutes’ residence time, and 8 grams’ water-biomass ratio produced the hydro-char with the smallest specific surface area and pore volume (156.2 m2g-1 and 0.13 cc/g, respectively). According to the findings, the hydrochar made from HTC of African Elemi Shell at reaction temperatures of 2180C, residence times of 86 minutes, and a water-to-biomass ratio of 10.3 grams can be used as an adsorbent for CO2 capture.
Ethical Leadership and Educational Justice as Predictors of Organizational Effectiveness in Public Secondary Schools in Delta State, Nigeria Enomah Sylvester; Ikegbusi Njideka Gloria
Action Research Journal Indonesia (ARJI) Vol. 8 No. 3 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i3.837

Abstract

This study examined ethical leadership and educational justice as predictors of organizational effectiveness in public secondary schools in Delta State, Nigeria. Three research questions guided the study. A correlational research design was adopted. The population comprised 11,011 teachers in public secondary schools across the 25 Local Government Areas of Delta State, from which a sample of 551 teachers was selected using a multistage sampling procedure. Data were collected using three researcher-developed instruments: the Ethical Leadership Questionnaire (ELQ), the Educational Justice Questionnaire (EJQ), and the Organizational Effectiveness Questionnaire (OEQ). The instruments were validated by experts in Educational Management, Philosophy of Education, and Measurement and Evaluation. Cronbach's alpha reliability coefficients of 0.85, 0.83, and 0.87 were obtained for the ELQ, EJQ, and OEQ, respectively, indicating satisfactory internal consistency. Data were analysed using simple and multiple linear regression analyses. The findings revealed that ethical leadership and educational justice each positively predicted organizational effectiveness in public secondary schools. The findings further showed that ethical leadership and educational justice jointly predicted organizational effectiveness, with educational justice making a stronger contribution to the prediction of organizational effectiveness than ethical leadership. The study concluded that promoting ethical leadership and educational justice is essential for enhancing organizational effectiveness in public secondary schools. The study recommended regular training for principals on ethical leadership, the promotion of fairness and equity in school administration, and the integration of ethical leadership and educational justice into the appointment, evaluation, and professional development of school principals.
Teachers' Attitudes Toward Tablet Integration in Teaching: Evidence from Public Primary Schools in Ubungo Municipality, DSM, Tanzania Agness B Mafuja; Prospery M Mwila
Action Research Journal Indonesia (ARJI) Vol. 8 No. 3 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i3.838

Abstract

The integration of digital technologies, particularly tablets, into primary education has become a key focus of educational reform in Tanzania. Despite government efforts to promote Information and Communication Technologies (ICT) in schools, the effective use of tablets in classroom instruction remains limited. This study examined teachers’ attitudes toward tablet integration in teaching in public primary schools in Ubungo Municipality, Dar es Salaam, Tanzania.The study employed a mixed-methods approach using a convergent parallel research design. Data were collected from 56 participants, including teachers, headteachers, ICT coordinators, and pupils, through questionnaires, interviews, and classroom observations. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. The findings showed that teachers’ attitudes toward tablet integration were generally undecided, with an overall mean score of 2.80 on a five-point scale. Teachers demonstrated limited confidence in using tablets during lessons (M = 2.25) but expressed a strong need for further ICT training (M = 4.38). Teachers were uncertain about the usefulness of tablets in improving teaching (M = 3.13) and enhancing lesson engagement (M = 3.25). Pupils’ responses confirmed limited classroom use, with 70.0% (28 out of 40 pupils) reporting that teachers did not use tablets during lessons (M = 2.20). Classroom observations further revealed that tablets were not integrated into any observed lessons. The study concludes that teachers’ willingness to adopt tablets is constrained by inadequate pedagogical skills, limited training opportunities, weak technical support, unreliable electricity, poor internet connectivity, and insufficient functional devices. Effective tablet integration requires sustained professional development, improved ICT infrastructure, and supportive school leadership.

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